Integrating Careers into Curriculum

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• Integrating Careers into Curriculum
• Dawn Hudson
• Paulding County Schools
• Science Specialist/National Board Facilitator
• dhudson_at_paulding.k12.ga.us
• 770-443-8003 x 10184

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Integrating Careers Into Curriculum

• Where do you begin?
• Map out your current curriculum and plan to
  integrate careers where they naturally fit
• Consider adding a career day one day a year or
  once a semester specific to your subject area
• Make it real by finding tables of youth
  employment through the Internet
• Make it even more real by having students do
  budgets based on careers they choose
• Have students create a portfolio or build a
  resume as they go through school
  http//www.myfuture.com/toolbox/createresume_all.h
  tml
• Consider teaming up with other teachers in your
  school to do common units which have career themes

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Top 10 industries of longest-held employee job
of youths while aged 15 in1995-97, by sex

• Males
• Eating and drinking places .......................
  ...............................................
  27.3
• Construction .....................................
  ..................................................
  ..... 8.3
• Miscellaneous entertainment and recreation
  services ............................ 7.6
• Grocery stores ...................................
  ..................................................
  ... 4.7
• Newspaper publishing and printing
  ..................................................
  ....... 4.2
• Landscape and horticultural services
  ..................................................
  .... 4.0
• Agricultural production, crops ...................
  ..............................................
  2.6
• Agricultural production, livestock
  ..................................................
  .......... 2.5
• Automotive repair and related services
  ..................................................
  . 2.0
• Miscellaneous retail stores ......................
  ...............................................
  1.5

• Females
• Eating and drinking places .......................
  ...............................................
  30.8
• Miscellaneous entertainment and recreation
  services ............................ 10.9
• Grocery stores ...................................
  ..................................................
  ... 4.2
• Private households (personal services)
  ..................................................
  3.0
• Religious organizations ..........................
  .................................................
  2.3
• Child day care services ..........................
  .................................................
  2.3
• Services to dwellings and other buildings
  ...............................................
  1.7
• Apparel and accessory stores, except shoe
  ............................................ 1.6
• Food stores, not elsewhere classified
  ..................................................
  ... 1.5
• Hotels and motels ................................
  ..................................................
  . 1.4
• The National Longitudinal Survey of
• Youth 1997

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Advisory activities should NOT be

• Homeroom
• Homework
• Study hall
• Replacement for counseling
• Sustained silent reading
• A scheduling process

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Paulding High School Advisement

• Advisement Program
• In the high school setting, students will
  encounter a series of advisement lessons in their
  assigned homeroom. Advisement teachers will
  present advisement topics based upon the
  following schedule.
• August 9, 2005
• Schedule Verification and Review of Student
  Handbook
• August 10, 2005
• Review of Student Handbook
• August 11, 2005
• Success in the classroom (opens as word file)
• August 25, 2005
• Diploma Options (opens as word file)
• September 8, 2005
• Virtue (HHS-Character 1st Lesson will be placed
  in teacher's box)
• September 21, 2005
• Study Skills (Friday, September 23-Note date
  change!)
• October 13, 2005
• Patience
• October 27, 2005
• Academic Intervention

• November 17, 2005
• Responsibility
• December 8, 2005
• Respect
• January 12, 2006
• Initiative
• January 26, 2006
• Diploma Requirements
• February 9, 2006
• Self-Control
• March 9, 2006
• Punctuality
• March 16, 2006
• Test-Taking Skills
• April 13, 2006
• Creativity
• April 20, 2006
• HOPE Scholarship
• May 11, 2006

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Suggestions to make it WORK!!!!

• CANCEL Advisement ONLY IF THE BUILDING IS BURNING
  DOWN!!!!
• Administration MUST be on board
• Create an advisory team
• Make it REAL!! This is neither a study hall,
  just silent reading, nor homeroom
• Vary the activities art, music, videos,
  stories, group work, etc.
• Create small groups
• Assign roles and responsibilities
• Be flexible! Listen to the students.

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Math Career Matching

• Directions Match the careers with the salaries
  by placing a letter from the Salaries column in
  the blanks beside the careers.
• Careers
  Salaries
• 1. Biological scientists _____
  a. 41,080
• 2. Chemists ____
  b. 44,180
• 3. Computer systems analysts _____
  c. 46,330
• 4. Geologists, geophysicists, oceanographers
  _____ d. 49,239
• 5. Mathematicians _____
  e. 50,080
• 6. Mathematics professor _____
  f. 59,330
• 7. Physicists and astronomers _____
  g. 67,020
• 8. Aircraft pilots and flight engineers _____
  h. 68,640
• 9. Financial managers _____
  i. 82,310
• 10. Insurance claims and policy processing clerks
  _____ j. 110,940
• Source for salaries Bureau of Labor
  Statistics, median annual earnings in 2000.

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Answers to Math Careers Salaries

• D
• E
• F
• B
• H
• C
• I
• J
• G
• A

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Are we discovering dreams, desires and meeting
needs?

• 16 of Georgia's 18 public four-year colleges and
  universities graduate fewer than half of their
  students after six years. Six of the schools
  graduate fewer than a quarter of their students,
  research by the Education Trust, a Washington
  nonprofit advocacy group for students in K-12 and
  postsecondary schools
• 463,269 students (9-12) dropped out of school
  (2003-2004)-Governors Office of Student
  Achievement
• 4 out of 10 graduates say they have been
  inadequately prepared to enter college or hold
  down a job- Stateline.org
• No state requires its graduates to take the
  courses that reflect the real-world demands of
  work and postsecondary education-Achieve

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Are we discovering dreams, desires and meeting
needs?

• Only Arkansas, Indiana and Texas have made or
  will soon make a college preparatory curriculum
  the norm-Achieve
• Only six states require 4 years of grade-level
  English-Achieve
• Only five states require all students to take 4
  years of Math 22 states do not specify which
  math courses-Achieve

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Whats the difference between guidance and
counseling?

• Guidance is the help that ALL students receive
  from parents, teachers, counselors, and others to
  assist with educational, personal/social and
  career development.

• Counseling is the help that SOME students receive
  from professionals to overcome personal and
  social problems that interfere with learning.

National ratio of counselor to students is 1 to
477 in Georgia 1-457. ASCA school counselor,
American School Counselor Association, May/June
2004 ASCA recommends the ration 1-250
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Rationale

• Counselors are at a ratio of 1 counselor to 457
  students. Some middle school counselors have as
  many as 700 students to whom they are supposed to
  provide services.
• Most counselors spend 47 of their time in
  off-task/non-program duties including test
  administration, SST coordinator/paperwork,
  morning/after/lunch duty, scheduling,
  registration and enrollment not to mention
  Governors Honors and the expected role as
  financial aid administrator.
• Georgia School Counselors Association, Fall
  Conference, 2002 474 survey participants

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Key Points

• All groups call for higher standards
• Only 24 of high school graduates say they faced
  high expectations and were challenged in high
  school. Those who faced high expectations in high
  school are much more likely to feel prepared for
  the expectations they now face.
• Knowing what they know today, 65 of college
  students and 77 of non-students say they would
  have worked harder in high school.
• 62 of college students and 72 of non-students
  would have taken at least one more difficult
  course.
• High school graduates, college instructors, and
  employers strongly embrace reforms that raise
  standards and requirements for graduation.

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Most Grads Cite Gaps In At Least One Skill
(In each area, saying there are at least some
gaps in their preparation)
35 of college students report large gaps in at
least one area, 86 report some gaps in at least
one area.
Oral communication/public speaking Science Mathem
atics Doing research Quality of writing that is
expected Reading/understandingcomplicated
materials
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The Career Planning Process
Educators assist students in answering the
following questions
WHO AM I ? (Self-knowledge) Helping students
discover their interest, aptitudes and the things
that are important to them.
WHERE AM I GOING? (Career/Educational
Exploration) Helping students discover their
numerous options in the world of work and the
relationship work has with education.
HOW AM I GOING TO GET THERE? (Planning/Management)
Helping students gather information and
formulate a plan of action to reach their career
goal.
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Think, Pair, Share!

• Thinking about what has been said so far,
  summarize to the person sitting next to you one
  ah-ha point made.
• Decide in your own subject area/role in the
  school how you will integrate careers from this
  point forward and share with a partner
• Be prepared to share one or both answers 3
  minutes from now!

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One Minute Passed

• One Minute Has Passed

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Two Minutes Have Passed

• Two Minutes Have Passed

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Times Almost Up!

• Three Minutes Have Passed --
• Times Up!

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Career Development is

• A lifelong process by which individuals define
  and redefine career-related choices and outcomes.
  (NOICC, March 1994)

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Basic assumptions are

• ALL educators are career developersTeachers
  make all other professions possible
• ALL students are expected to work, therefore, ALL
  students need career developmentThe future of
  work is LEARNING a living
• Parents are the greatest influence in a students
  career decision-making process. Many studies
  show that young people cite their parents most
  frequently as the main influence in their
  occupational plans. No other group even comes
  close. -- Sarah M. Shoffner and Richard H.
  Klemer, 1973

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Career Survey

• Before you can focus on career interests and
  educational requirements, you need to know what
  is most important to you.  Use the exercise below
  to learn who you are.  Rank the items below as
  Very Important (VI), Somewhat Important (SI), or
  Relatively Important (RI). ____ Making a lot of
  money. ____ Surpassing the expectations of
  family friends.____ Exploring new
  subjects.____ Playing on a prestigious
  team.____ Getting a well-paying job upon
  graduation.____ Becoming more understanding of
  others.____ Becoming more sophisticated.____
  Being able to be creative and try new
  things.____ Living up to the expectations of
  family friends.____ Becoming recognized as
  exceptional in some way.____ Becoming an expert
  at something.____ Encountering a real
  challenge.____ Becoming more independent.____
  Learning more about who I am.____ Making a
  contribution to society.____ Making new
  friends.____ Learning and gaining
  knowledge.____ Meeting different people.____
  Making contacts for future employment.
• Now identify the five most important statements
  in the list above. Then, rank them from one to
  five with one being your absolute top choice.
  Let these five choices guide you in the career
  development process.
•  

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Integrating Careers Into Curriculum
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Web Resources for Careers in the Classroom

• Bureau of Labor Statistics What Interests You?
  http//www.bls.gov/k12/html/edu_over.htmCareer
  and Technical Student Organizations
  http//www.ed.gov/about/offices/list/ovae/pi/cte/v
  so.html Job Star Career Guides Index
  http//jobstar.org/tools/career/index.cfmTeachers
  ' Guide to Bureau Labor Statistics
  http//www.bls.gov/k12/teachers_guide.htm US
  Dept. of Labor Employment Projections
  http//www.bls.gov/emp/home.htm
• What You Need to Know About Careers
  http//about.com/careers/
• Careers in Georgia
• http//www.careers.org/reg/crusa-ga-jobs-and-care
  ers-in-georgia.html
• Careers in Atlanta
• http//www.atlantacareer.com/
• Georgia School to Work Program
• http//www.dtae.org/gastw/menu.html

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More Web Resources for the Classroom

• GCIS Georgia Career Information System
• http//www.gcic.peachnet.edu/GCIC_About20GCIS.ht
  m
• SREB Southern Regional Education Board (High
  Schools That Work/Middle Schools That Work)
• http//www.sreb.org/
• TAP (Teacher as Advisor Program)
• http//www.glc.k12.ga.us/pandp/careerdev/teacheras
  advisor.htm
• TAP Curriculum for Classroom
• http//www.georgiacrn.org/CareerDevelopmentProgram
  /DeliverySystem/TAPCurriculum.htm
• Middle School Career Development Classroom
  Activities
• http//www.gcic.peachnet.edu/RD/brochure/smartpage
  1.htm
• High School Career Development Classroom
  Activities
• http//www.gcic.peachnet.edu/RD/brochure/smartpage
  4.htm